Ed-109-Report 7 1

7.
1 Outcome-Based Education for

Teacher Preparation Curriculum.
Outcome-Based Education(OBE)
W. Spady (1994) defined that OBE as clearly focusing

and organizing everything in the educational system
around the essential for all the students to do
successfully at the end of their learning experiences.
To define and clarify further, answers to the following
questions should be addressed by the teachers.
What do we want these students to learn?

Why do we want students to learn these things?
How can we best help students to learn these things?
How will you know when the students have learned?
Spady premised that in Outcomes-Based Education:
 All students can learn and succeed, but not at the
same time or in the same way:
 Successful learning promotes even more successful
learning and
 Schools and teachers control the conditions that will
determine if the students are successfu in school
learning.
Four Essential Principes in
OBE
Principle 1: Clarity of Focus

A clear focus on what teachers wants students to
learn is the primary principle in OBE. Teachers should bear in
mind that the outcome of teaching is learning.
Principle 2: Designing Backwards

At the beginning of a curriculum design, the learning
outcome has to be clearly defined. What to achieve at the end of
formal schooling is determined at the beginning.
Principle 3: High Expectations
Establishing high expectations, challenging
standards of performance will encourage students to learn
better. This is linked to the premise that successful
learning , promotes successful learning.
Principle 4: Expanded Oppurtunities
In OBE, all students are expected to excel , hence

equal expanded oppurtunities should be provided.
Teaching-Learning in OBE
(How should teaching-learning be done in OBE?)
Teachers must prepare students adequately. This can be done if

the teachers know what they want the students learn and what
learning outcomes to achieve. Prerequisite knowledge is
important, thus a review is necessary at the start of the lesson.
Teachers must create a positive learnig environment. Students

should feel that regardless of individual uniqueness, the teacher is
always there to help. Teacher and students relationship are very
important.
Teachers must help their students to understand what they have
to learn ,why they should learn it ( what use it will be now and in
the future) and how they will know what they have learned.
Teachers must use a variety of teaching methods. The most

appropriate strategy should be used taking into account the
learning outcome teachers want the student to achieve.
Teachers must provide the students with enough oppurtunities to
use the new knowledge and skills that they gain. When students
do this, they can explore with new learning, correct errrors and
adjst their thinking.
Teachers must help students to bring each learning to a personal

closure that will make them aware of waht they learned.
Additional key points in teaching-learning in OBE which show the shifts from a tarditional to an OBE view.
From Traditional View To OBE View

Instruction Learning
Inputs and Resources Learning outcomes

Knowledge is transferred by the Knowledge already exists in the
teacher minds of the learners
Teachers dispenses knowledge Teachers are designers of
method
Teacher and students are Teacher and students work in
independent and in isolation teams
Assessment of
Learning Outcomes
in OBE
• Assesment in OBE should also be guided by the four principles
of OE which are clarity of focus, designing backwards, high
expectations, and expanded oppurtunities.
• It should contribute to the objective of improving students’

learning. Since OBE, there is a need first to establish a clear
vision of what the students are expected to learn (desired
learning outcome), the assessment becomes an embedded part
of the system.
To be useful in OBE system, assessment should be guided by the
following principles:
1.Assessment procedure should be valid. Procedure and tools

actually assess what one intends to test.
2.Assessment procedure should be reliable. The result should be
consistent.
3.Assessment procedure should be fair.Cultural background and
other factors should not influence assessment procedure.
4.Assessment should reflect the knowledge and skills that are
important to the students.
5. Assessment should tell both the teachers and students how
students are progressing.
6. Assessment should support every student’s oppurtunity to

learn tings that are important.
7. Assessment should allow individually or uniqueness to be

demonstrated.
8. Assessment should be comprehensive to cover a wide range

of learning outcomes.
Learners Responsibility
for Learning
In terms of students’ perspectives, there are common questions
that will guide them as they learn under OBE learning, they
should ask themselves the following questions:
1.What do I have to learn?
2.Why do I have to learn it?
3.What will I be doing while I’m learning?
4.How will I know if I am learning, what should I be learning?
5.Will I have any say in what I learn?
6.How will I be assessed?

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7.

1 Outcome-Based Education for

W. Spady (1994) defined that OBE as clearly focusing

What do we want these students to learn?

Principle 1: Clarity of Focus

Principle 2: Designing Backwards

Principle 4: Expanded Oppurtunities

In OBE, all students are expected to excel , hence

Teachers must prepare students adequately. This can be done if

Teachers must create a positive learnig environment. Students

Teachers must use a variety of teaching methods. The most

Teachers must help students to bring each learning to a personal

From Traditional View To OBE View

Inputs and Resources Learning outcomes

• It should contribute to the objective of improving students’

1.Assessment procedure should be valid. Procedure and tools

6. Assessment should support every student’s oppurtunity to

7. Assessment should allow individually or uniqueness to be

8. Assessment should be comprehensive to cover a wide range

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